New Indicators of High School Career/Technical Education Coursetaking: Class of 2005

摘要

This Statistics in Brief examines the CTE coursetaking of 2005 public high school graduates using new indicators of participation. There are a number of reasons for this new look at CTE coursetaking. First, the taxonomy used to categorize CTE was recently updated to better align with current practice (Bradby and Hudson 2007). Although the NCES website includes tabular statistics that use the newly revised taxonomy, this Statistics in Brief is the first NCES report to use it. Second, NCES is working with the National Assessment of Career and Technical Education (mandated by the 2006 Perkins Act (P.L. 109-270, Section 114)) to provide Congress with detailed information on students CTE coursetaking. Third, CTE experts have recommended developing new coursetaking measures to better capture the many ways in which students currently use the CTE curriculum. This brief thus introduces a variety of new indicators that contrast students depth and breadth of participation in CTE, in order to elucidate not just the extent of participation in CTE, but also variation in how this curriculum is used.